Health Professional Students’ Perceptions and Experiences of Remote Learning During the COVID-19 Pandemic

Almoayad, Fatmah; Almuwais, Afrah; Alqabbani, Samiah; Benajiba, Nada

doi:10.26803/ijlter.19.8.17

Cited by 23 publications

(23 citation statements)

References 35 publications

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“…Although students had positive experiences with remote learning, they also had unpleasant ones. For some students, words such as anxious, frustrated, distressed and overwhelmed were used to describe their experiences (Almoayad et al, 2020;Subedi & Subedi, 2020;Wise & Bergner, 2020). Contrary to the claim by Ghazi-Saidi et al, (2020) and Yuan (2021) that engagements improved with ERL, many studies revealed a reduction in engagement levels (JISC, 2021;Parker et al, 2021;Shin & Hickey, 2020;Wise & Bergner, 2020).…”

Section: Negative Experiencesmentioning

confidence: 99%

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

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Section: Negative Experiencesmentioning

confidence: 99%

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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“…In the current sample, flexibility, improved communication, and greater autonomy of learning were identified by faculty as perceived successes of the ERT pedagogy. Current faculty perceptions parallel the perceptions of health professional students reported by Almoayad et al (2020) where 67% indicated they were more responsible for their learning, 75% reported ERT helped them to become independent learners, and 71% reported being able to work at their own pace as a positive outcome of ERT.…”

Section: Student Learning Successesmentioning

confidence: 70%

Faculty perceptions of the exercise science student learning experience during the coronavirus pandemic

Caputo

Mel

Stenson

et al. 2021

Advances in Physiology Education

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Significant disruptions in higher education course delivery occurred during the coronavirus (COVID-19) global pandemic. The implementation of emergency remote teaching (ERT) offered exercise science faculty a safe method to continue educating students in courses generally taught face-to-face. The purpose of this investigation was to explore faculty perceptions of their ERT efforts with respect to student successes, challenges, and faculty expectations. Through an electronic survey, participants (N = 112) from higher education institutions in 31 states and three Canadian provinces provided feedback on their perceptions of the student experience across 315 fall 2020 courses. Data analysis included a thematic analysis to identify themes and trends in participant responses. Faculty identified student adaptability, increased autonomy of learning, and maintenance of learning as successes. Also noted was the increased flexibility of alternative pedagogy methods. Participants perceived student challenges related to technology, time management, and well-being. Faculty perceived students expected increased accommodations and instructor responsiveness during fall 2020. While faculty and students were challenged to adapt during the global pandemic, the perceived ERT experiences during COVID-19 highlight the resiliency of higher education students and underscores changes needed by educational institutions to provide resources and training upon return to traditional education or in response to a future crisis.

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“…Therefore, the lack of preparation at both the technical level and the psychological level-as well as concerns about lower grades-could have contributed to this negative perception. Furthermore, the overall increase in anxiety during the COVID-19 pandemic could also have influenced learning (Almoayad et al, 2020;Cao et al, 2020;Gallagher & Schleyer, 2020;Saddik et al, 2020). Students were also found not to have fully understood e-learning course material, marking a significant difference from instructors' perception.…”

Section: Discussionmentioning

confidence: 99%

An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors

Almuwais

Alqabbani

Benajiba

et al. 2021

IJLTER

Self Cite

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This is a cross-sectional study which assessed the readiness to shift to e-learning in correlation with perceived effectiveness and satisfaction following the sudden shift caused by the coronavirus disease 2019 (COVID-19) pandemic among students and instructors. The study compared perspectives between instructors (n = 47) and students (n = 254) at the College of Health and Rehabilitation Sciences (CHRS) at Princess Nourah bint Abdulrahman University (PNU; Riyadh, Kingdom of Saudi Arabia). Data were collected using an online questionnaire using convenient sampling method. The results showed a high level of readiness to shift to e-learning among instructors and students, as well as a positive correlation between perceived effectiveness and satisfaction. However, instructors showed a higher satisfaction level and perceived this shift to be effective more than students. This experience offers a reasonable foundation for any future plans to implement e-learning in health professions education and maximise its benefits without compromising the practical and clinical training provided via face-to-face learning. Further studies are needed to explore e-learning experiences a year after this shift, when educational institutions are expected to have clearer plans and have better prepared for e-learning. In addition, effect of e-learning shift on clinical training outcomes for different health professions is also recommended.

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Health Professional Students’ Perceptions and Experiences of Remote Learning During the COVID-19 Pandemic

Cited by 23 publications

References 35 publications

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Faculty perceptions of the exercise science student learning experience during the coronavirus pandemic

An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors

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